A Classes


Guideposts & Framework provide scope
Teachers report feeling more accountable.
Amy L. feels that the most important mathematical experiences are being taught.
Better awareness of benchmarks
Assessments- Self, Open Response, Part A, Part B
Workshop Model works well - short spurts daily at kids levels
Calendar Time with Math journal for extending students provides great assessment and opportunities for all students
Instant Feedback
rich literature
adult directed and student directed activities
use of common consistent mathematical language
Spiral breeds familiarity to concepts and skills
Flexible lessons can be broken up
Math Boxes good practice, like reorganization of preview boxes
Home Links helpful as a start to homework and have extra review problems now
Manipulative usage (1st choice strategy
Engaged Students voicing strategies and have different strategies
Deeper understanding of concepts before learning formulas
Students come to third grade with a strong base, they know so much language and have experiences that make them ready to jump right in.
Amy likes the self-assessment and has been able to bring that into other areas of her teaching. (Kids thinking about how they feel as they are learning, thoughtful and reflective students communicate well, but the others can put something down that leads you to important conversations).
Family Letters
Home-school connection is seen as a real strength
Mental Math/Math Message
Greg as a parent feels more involved and the learning feels more sequencial than in the past.


JK Boring material, some lessons developmentally inappropriate
Not thematic; Challenging to weave in themes with time needed for EM.
Need Software Support to practice skills
Lot of material to jump into
Time management
Teachers struggle "moving on" if children don't have a basic working knowledge of the work they are doing. Are we teaching its okay not to "get it"?
When to Double Back and When to trust the spiral?
Many teachers notice that Late Start Wednesdays and other interruptions to the schedule means making tough choices about what to teach.
Not enough practice on tough skills (Telling Time, Partial Sums, Trade First Subtraction, Multiplication, Division)
Difficult to differentiate during lesson--strong students are seemingly doing busy work in areas that they've already tested "out" of.
Homework not differentiated
Jumps around
Readiness and enrichment portions seems fluffy, "another thing to do"(multiple teachers agree).
EM is very language heavy which can slow down as well.


Create own materials
Adapted lessons for theme
Jeff and Dawn are working on how to handle exposure, secure, mastery...etc
Lengthening Lessons when it gets tough
Supplementing and enriching homework
Supplementing to make thematic connections
Supplementing multiplication and division
Problem Solver for 2nd and 3rd grade has been used as enrichment material.
Pretesting and Oral assessment is provides strong teachable moments.